Education and social equality in Kenya

View

Download

Date

Author

Metadata

Abstract

This paper develops the premise that schools are
simultaneously involved in defining and justifying both systems of
stratification and ideals and practices of egalitarianism. It argues
that this apparent paradox is resolved in the notion of meritocratic
selection and then draws on varied Kenyan data to assess the extent
to which the notion is both a practical reality and an article of
national policy.